| 拓展性学习理论视域下的职教教师专业实践能力发展：内在逻辑、现实困境与纾解策略 |
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| 引用本文：刘媛,郑世良,雷婉南.拓展性学习理论视域下的职教教师专业实践能力发展：内在逻辑、现实困境与纾解策略[J].上海第二工业大学(中文版),2026,43(2):238-244 |
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| 基金项目:上海市教育科学研究项目(C2023295), 全国教育科学规划项目(DTA240400) 资助 |
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| 中文摘要:职教教师是推进职业教育高质量发展的主体, 其专业实践能力是“双师” 素质的核心要素。以拓展性学习理论为理论视角, 以活动系统为基本单位, 厘清推进职教教师专业实践能力发展的矛盾驱动逻辑、网络重构逻辑和文化再造逻辑, 揭示其面临的主体性缺失、活动系统僵化、制度性割裂等三重困境, 并提出从文化、活动、制度三个层面, 通过培育职教教师反思性实践者身份认同, 搭建多层次学习网络, 设计矛盾驱动的学习激励机制等纾解策略, 构建职教教师拓展性学习生态系统, 以推进职教教师专业实践能力发展。 |
| 中文关键词:职教教师 专业实践能力 拓展性学习 企业实践 |
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| The Development of Vocational Education Teachers' Professional Practice Competence in the Context of Expansive Learning Theory: Internal Logic, Practical Dilemmas, and Alleviation Strategies |
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| Abstract:Vocational education teachers are the primary agents driving the high-quality development of vocational education, and their professional practice competence constitutes the core element of their dual-qualified status. From the theoretical perspective of expansive learning theory and using activity systems as the fundamental unit, this study clarifies the contradiction-driven logic, networkreconstruction logic, and cultural-regeneration logic underpinning the development of vocational education teachers’ professional practical abilities. It reveals the triple challenges they face: lack of agency, rigid activity systems, and institutional fragmentation. The study proposes alleviation strategies across three levels—culture, activities and institutions. These strategies include fostering vocational education teachers’ identity as reflective practitioners, establishing multi-level learning networks, and designing conflict-driven learning incentive mechanisms. This approach aims to construct an expansive learning ecosystem for vocational education teachers, thereby advancing their professional practice competence. |
| keywords:vocational education teachers professional practice competence expansive learning professional practice |
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